Members of Group 4 :

1. Risna Manti’ (219112064)

2. Ester Egah Palinoan (219112037)
3. Murtini B.A (219112081)
4. Alma Agatha Tambing (219112091)
5. Jeprianto Kalamba (219112099)
Class :B
Subject : English Language Assesment and Evaluation

CONCEPTS

A. Concepts of Vocabulary
➢ Definition of Vocabulary
A vocabulary is a set of familiar words within a person's language. A
vocabulary, usually developed with age, serves as a useful and fundamental tool for
communication and acquiring knowledge.
Vocabulary is a list or collection of words or of words and phrases usually
alphabetically arranged and explained or defined.
➢ What is vocabulary in English?
Vocabulary in English is all the words that form a language to be understood by
a specific person or maybe a group of people. Vocabulary in English can be
categorized into two types, namely, active and passive vocabulary. The words that
we use and understand in day to day language is termed as active vocabulary while
the ones which we know but use rarely are said to be passive vocabulary.
➢ Types of Vocabulary
The types of vocabulary can be categorized based on spoken and written
vocabulary. Children start vocabulary-building through listening and speaking even
before writing and reading. Every type of vocabulary has a different aim and
purpose. However, the development of one type of vocabulary facilitates another.
The types of vocabulary are briefly discussed below.
a. Listening Vocabulary
Listening vocabulary comprises words that we understand through hearing.
A fetus may start recognizing some words when in the womb. Learning new
words is a continuous process, and by the time you reach adulthood, almost fifty
thousand words are understood and recognized by you. Deaf people can be
exposed to visual listening vocabulary for learning.
b. Speaking Vocabulary
Speaking vocabulary consists of words that we actually speak. It has a
horizon of around 5000 to 10000 words. These are used for giving instructions
and conversations. The number of words in this category are comparatively
lesser than the listening vocabulary.
c. Reading Vocabulary
 The major ingredient of vocabulary building is reading. Reading grows and
develops your vocabulary. The words we get to learn while reading a text are
termed as reading vocabulary. It may happen that we understand words through
reading vocabulary even if we don’t use it in speaking vocabulary.
d. Writing Vocabulary
Words we recoup while expressing ourselves through writing are termed as
writing vocabulary. Writing vocabulary is normally influenced by the words we
are able to spell. We find it easy to express verbally, through facial expression,
or intonation, but writing vocabulary depends upon our expertise in vocabulary.
B. Concepts of Listening
➢ Definition of Listening
Listening is the ability to comprehend verbally communicated information
and providing appropriate feedback. It can be described also as the ability to pay
attention to sound.
Listening is the active process of receiving and responding to spoken (and
sometimes unspoken) messages. It is one of the subjects studied in the field of
language arts and in the discipline of conversation analysis.
➢ Elements and Levels of Listening
Author Marvin Gottlieb cites four elements "of good listening:
1. Attention: the focused perception of both visual and verbal stimuli
2. Hearing: the physiological act of 'opening the gates to your ears'
3. Understanding: assigning meaning to the messages received
4. Remembering: the storing of meaningful information"
➢ Types of Listening
Listening skills can be developed, but it takes practice. Below are just a few
effective listening styles.
1. Deep Listening
Deep listening occurs when you’re committed to understanding the
speaker’s perspective. It involves paying attention to both verbal and
nonverbal cues, such as the words being used, the speaker’s body language,
and their tone. This type of listening helps build trust and rapport, and it
helps others feel comfortable in expressing their thoughts and opinions.
2. Full Listening
Full listening involves paying close and careful attention to what the
speaker is conveying. It often involves the use of active listening techniques,
such as paraphrasing what’s been said to the person you’re speaking with to
ensure you understand their messaging. Full listening is useful in the
classroom, when someone is instructing you on how to complete a task, and
when discussing work projects with superiors.
3. Critical Listening
Critical listening involves using systematic reasoning and careful
thought to analyze a speaker’s message and separate fact from opinion.
Critical listening is often useful in situations when speakers may have a
certain agenda or goal, such as watching political debates, or when a
salesperson is pitching a product or service.
 4. Therapeutic Listening
Therapeutic listening means allowing a friend, colleague, or family
member to discuss their problems. It involves emphasizing and applying
supportive nonverbal cues, such as nodding and maintaining eye contact, in
addition to empathizing with their experiences.
C. Concepts of Grammar
➢ Definition of Grammar
Grammar is the set of rules that explain how words are used in a language.
Grammar includes the rules that govern the way sentences are formed and words are
used to make meaning.
Improving your grammar will make it easier for your reader to understand your
writing. Learning about grammar will enable you to better understand the feedback
that you are given on your assignments.
Grammar concepts are divided into five topics: Subjects & Verbs, Tenses &
Verbs, Pronouns, and Active & Passive Voice.
➢ Subjects and Verbs
In academic writing, a complete sentence must have at least one subject and one
verb (sometimes referred to as a subject and a predicate or a noun phrase and a verb
phrase).
The subject can take many forms as can be seen in the table below where
subjects are in (red) and verbs in *blue* (The examples are adapted from Jane
Austen’s novels Persuasion and Pride & Prejudice).

(Vanity) *was* the beginning and end of Sir Walter’s character.

(His constant preening) *had been* annoying.
(He) *was* a very selfish man.

Subjects and their verbs have a close relationship, but if something comes in
front of a subject, then it needs to be separated with a comma:
a) Seeing that it was Thursday, Emma was eager to see her friend Miss Smith.
b) Since meeting the captain, she felt she had a friend for life.
➢ Tenses and Verbs
While the word tense refers to the time of an event (past, present or future), it is
also combined with something linguists call aspect and mood:
• Tense refers to the time of an event (past, present or future).
• Aspect indicates how this event is experienced – whether it has been completed,
is ongoing or occurring before another event (simple, continuous/progressive or
perfect).
• Mood refers to the likelihood of the even happening (whether something is
imagined/predicted or real).
So each sentence is marked by a verb (or verb phrase) that indicates tense (and
its associated aspect and mood).
The English tense system is complex:
 • Tense is not simply an indicator of the time frame in which something occurs;
• Tense can also be used to show, among other things, the currency, regularity or
importance of what is reported in the sentence and even the writer’s attitude to
it.

Verb forms that indicate tense and aspect

The horizontal rows show aspect: whether an event is happening, has happened or
was happening, and continuing or is finished.

Aspect
continuous/ perfect
simple perfect
progressive continuous/progressive
have + have + past participle
tense be + -ing
past participle + been +-ing

present think/thinks has thought am/is/are thinking has/have been thinking

past thought had thought was/were thinking had been thinking

future will think will have thought will be thinking will have been thinking

➢ Pronouns
❖ What is a pronoun?
In English, pronouns are used in place of nouns, once the noun (the
referent) is known. We can only make sense of the pronoun if we know to
whom or to what the pronoun refers.
In the following sentence, we understand that the He refers to Sir Walter
Elliot.
• Sir Walter Elliot (referent) was a vain man. He (pronoun) constantly
looked at himself in the mirror.
❖ Types of pronouns
Pronouns come in different forms depending on person (I, you, he/she/it),
gender (female, male, neuter) and number (singular/plural). They can also be
divided into five broad categories:
a) Subject/object pronouns
b) Possessive determiners and pronouns
c) Reflexive pronouns
d) Demonstrative determiners and demonstrative pronouns
e) Reciprocal pronouns.
➢ Active and Passive Voice
 In English, as in many other languages, it is possible to change the focus of an
utterance or a written sentence from the active to the passive (called active voice and
passive voice by linguists).
This shift relates to who or what serves as the subject of the sentence.
• In the active voice, the subject of the sentence is the agent/actor of the action
described by the verb. The following sentence is in the active voice: Ian Allison
has studied the ice and climate of Antarctica.
In the sentence, ‘Ian Allison’ is the actor/agent, (also the subject), ‘has
studied’ is the verb and ‘the ice and climate of Antarctica’ is the object (what
is being studied).

However, there are times when speakers/writers of English have reason to put
the object of the action into the subject position and this is called the passive voice:
The ice and climate of Antarctica has been studied by Ian Allison.

This is called ‘focal adjustment’ and is similar to when a photographer focuses

on the foreground or background. There are many reasons why speakers and writers
decide to shift from active to passive.

D. Concepts of Speaking
➢ Definition of Speaking
Speaking is one of the four language skills (reading, writing, listening and
speaking). It is the means through which learners can communicate with others to
achieve certain goals or to express their opinions, intentions, hopes and viewpoints.
In addition, people who know a language are referred to as „speakers‟ of that
language.
Speaking is expressing thought, ideas, and feeling which use the ability to
pronounce the words to organize the words into phrases or sentence to choose the
words related to the topic.
➢ Function of Speaking
According to Brown and Yule there are three function of speaking:
1. Talk as interaction
It is an interactive communication which done spontaneous by two or more
person. This is about how people try to convey his message to other people.
Therefore, they must use speaking skill to communicate to other person. The
main intention in this function is social relationship.
2. Talk as transaction
In talk as transaction is more focus on message that conveyed and making
others person understand what we want convey, by clearly and accurately. In
this type of spoken language, students and teacher usually focus on meaning or
talking what their way to understanding.
3. Talk as performance
In this case, speaking activities is more focus on monolog better than
dialog. Function of speaking as performance happened at speeches, public talks,
public announcements, retell story, teling story and so on.
➢ Types of Speaking
 Brown (2003:141) states as with all effective tests, designing appropriate
assessment tasks in speaking begins with the specification of objective or criteria.
Those objectives may be classified in term of several types of speaking performance:
1. Imitative
At one end of a continuum of types of speaking performance is the ability
to simply parrot back (imitate) a word or phrase or possibly a sentence. While
this is purely phonetic level of oral production, a number of prosodic, lexical
and grammatical properties of language may be conclude in the criterion
performance.
2. Intensive
A second type of speaking frequently employed in assessment contexts is
the production of short stretches of oral language designed to demonstrate
competence in a narrow band of grammatical, phrasal, lexical of phonological
relationship (such as prosodic element-intonation, stress, rhythm, juncture).
3. Responsive
Responsive assessment tasks included interaction and test comprehension
but at the somewhat limited level of very short conversations, standard greetings
and a small talk, simple request and comments and the like.
E. Concepts of Writing
➢ Definition of Writing
Writing is a system for interpersonal communication using visible sign or
graphic symbols written on paper.
According to Dorothy and Carlos, writing is an important form of
communication in day-to-day life, but it is especially important in high school and
college. Writing also one of the most difficult skills to master in both a first language
and a second language. Students can find it challenging to find ideas to include their
writing, and each culture has its own style for organizing academic writing.
➢ Five Basic Writing Skills Students Should Learn Early On
1. Proper Spelling and Punctuation
Proper spelling and punctuation are the foundation for all effective written
communication and it’s imperative for kids to learn them.
2. Good Reading Comprehension
Before kids can write, they need to be able to read—which is why good
reading comprehension is such an important skill to have. Reading
comprehension entails many things, but at its root, it is the ability to read a piece
of writing and effectively glean its meaning.
3. Sentence and Paragraph Structure
In order to further develop their basic writing skills, students must also
learn about the structure of writing—namely, how to construct a proper sentence
and paragraph. As kids learn to write, they often have a tough time with things
like proper tense, placing modifiers and verbs in the correct places, or writing
incomplete and run-on sentences.
4. Knowledge of Different Types of Writing
Once students have a firmer grasp on composing clear sentences and
paragraphs, they can begin learning about different types and genres of writing.
 To communicate effectively, students should be able to write in different styles
and tailor their messages to an appropriate audience.
5. Editing and Rewriting
Truly quality writing is born in the revision process, and thus, the ability to
edit and rewrite is perhaps the most important basic writing skill of all that kids
should learn.
F. Concepts of Reading
➢ Definition of Reading
"Reading" is the process of looking at a series of written symbols and getting
meaning from them. When we read, we use our eyes to receive written symbols
(letters, punctuation marks and spaces) and we use our brain to convert them into
words, sentences and paragraphs that communicate something to us. Reading can be
silent (in our head) or aloud (so that other people can hear).
Reading is a receptive skill - through it we receive information. But the complex
process of reading also requires the skill of speaking, so that we can pronounce the
words that we read. In this sense, reading is also a productive skill in that we are
both receiving information and transmitting it (even if only to ourselves).
➢ The five main components of reading
1. Phonemic Awareness
Phonemes are the smallest units of sound that make up spoken words and
Phonomic Awareness is defined as the ability to “focus on and manipulate
phonemes in spoken words.”
Phonemic awareness impacts meaningful reading, and thus it is critical for
students to develop this skill. When a person hears and can understand the three
sounds that the word ‘cat’ has, they’ve demonstrated their understanding.
Some skills involved in phonemic awareness include: Identifying specific
sounds at the beginning, middle, and end of words. For example, what is the
first sound in the word “Table.” Blending sounds. For example joining /s/ and
/it/ to form sit. Making a new word by adding a phonome to a word. For
example, deriving what work is created when adding /s/ to the word “and.”
2. Phonics
Phonics are a set of rules that specify the relationship between letters and
sounds. The English language has such rules that help predict the sounds in new
words. However, it is not always consistent.
Learning about phonics will help students read and spell easily and
accurately. It involves recognizing letter-sound relationships and then using
those relationships to read connected text.
An example of Phonics is learning about the various letter combinations
that can be used for the sound /k/.
3. Fluency
Fluency is the accurate and rapid recognition of words in a text and using
phrasing and emphasis in a way that makes what is read sound like spoken
language.
 Fluency is important for reading comprehension, because it frees up
working memory in the brain providing an opportunity for students to
comprehend what they are reading.
4. Vocabulary
Vocabulary refers to the words that we use in reading, writing, listening and
speaking. A good vocabulary helps ease word recognition, and thus makes
reading easier.
5. Comprehension
Comprehension is the final goal of reading. This involves being able to
connect what has been read to what the reader knows, constructing meaning that
is reasonable and accurate and then, contemplating this information until the
meaning is understood.
While teachers often focus on this aspect of reading, it is important to
understand that difficulties in this area are often a result of deficits in other
aspects of reading.
➢ Types of Reading
a. Scanning
This reading mode is aimed only at finding the necessary information in the
text. It does not mean a complete immersion in the text and a deep
comprehension of the facts, analysis of grammatical constructions. Often in this
mode, the text is viewed for the presence of unfamiliar words, so that after their
translation it will be more easy to read the text fully. This type of reading is also
called “diagonal reading.”
b. Skimming
This reading mode is used to get to know and understand if this information
is useful to you (you are viewing a book in a store or a magazine on the shelf
before buying it). In this case, the text is also viewed quickly, but not as
carefully as in the previous case. The goal is not to search for specific facts, but
to evaluate the text for complexity, interest and a general storyline.
c. Extensive reading
The purpose of this type of reading is to get acquainted with new
information. In this mode, people read art or scientific literature, without being
distracted by new, unfamiliar words, if their meaning can be approximately
understood from the context.
This type of reading implies the mastering of the general image and the
receipt of new, unfamiliar information. It will be necessary to form and express
your opinion about what you read or answer the questions.
d. Intensive reading
Typically, this type of reading is used in the study of English in order to
intensively parse the proposed short, teaching text. With this type of reading,
grammatical constructions, unfamiliar words and phrases are intensively
examined.
 TESTS

A. Test of Vocabulary
➢ Definition of Vocabulary Test
Vocabulary Test is a test for knowledge (as of meaning or use) of a selected list
of words that is often used as part of an intelligence test.
➢ Examples of Vocabulary Test
a. Multiple Choice
This technique is easy to mark but quite difficult to design. We can use it
either for testing single words, words in sentences or in texts.
Examples:
1. How much must I ............... a good second-hand car?
a. buy from
b. pay for
c. borrow from
d. own for
e. lend to
2. It's getting quite ............... . I think it's going to rain soon.
a. windy
b. hot
c. foggy
d. cold
e. cloudy

b. Synonyms and Antonyms

❖ Synonyms
Students have to write down words of the same meaning.
Examples: Please choose the correct answer below.
1. She is so beautiful.
a. Pretty
b. Ugly
c. Smil
2. He was so stupid.
a. Dumb
b. Good
c. Diligent
3. My father always comes on time.
a. Sees
b. Arrives
c. Does
4. She has a very cheap car.
a. Inexpensive
b. Expensive
c. costly
5. This is a big room.
a. Small
 b. Tiny
c. Large
❖ Antonyms
Students have to write down words of the opposite meaning.
Examples: Look for the antonym for the words below.
1. Make
Break – Undo – Unmake – Discover – Invent
2. Dress
Peel – Clothes – Strip – Informal – Uncased
3. Fake
Genuine – Natural – Fraud – Real – Authentic
4. Hate
Detest – Covet – Esteem – Admire – Caress
5. Ugly
Gorgeous – Beautiful – Stylish – Horrific – Pretty
c. Sentence Completion
Students are given incomplete sentences containing words that we need to
test. Their task is to complete these sentences so that they make sense.
Examlpes: Finish the following sentences:
1. I feel depressed when...
2. I never have an appetite when...
3. It was a great relief when...
4. If I were the mayor of this city, ....
5. If it rains at the weekend, ....
6. I would rather do homework than....
7. If you asked me to cook a meal, ....
8. Most people would be happier if....
9. English would be easier to learn if....
10. Studends would work a lot harder in class if....
d. Matching Test
Through matching we normally test the meaning of words, usually words of
the opposite meaning. Students do not produce any vocabulary, they only match
given words. This type of exercise is easier to design than multiple choice but
the last pair of words, if the student has matched the pairs correctly, can be
matched without any knowledge because they are left. This can be prevented by
giving more options in one column than in the other one.
There are also other possibilities than just matching words of opposite
meaning. We can design a test where words and pictures are being matched, for
example fruit or means of transport etc. Another modification can be putting
words into appropriate category, for instance, fruit and vegetables:
Examples:
Put these words into the correct column: apple, grape, carrot, banana,
cauliflower, spinach, strawberry, potato, cherry, melon
Fruit Vegetables
 e. Word Formation
Students have to change the form of word so that it fits to a particular
sentence. They have to show that they understand the context and that they
know various forms of a word. This type of exercise regularly occurs in FCE
tests.
Examples:
The next time you go to the supermarket don´t forget to BIG
buy the (0) BIGGEST bottle of kitchen cleaner you can to INFECT
(1) ... your work surface. Recent (2) ... research in America
has shown that the kitchen is often the most (3) ... of all the SCIENCE
rooms in the home. The (4) ... of food, heat and dampness HYGIENE
means the kitchen is (5) a breeding ground for bacteria that
can cause stomach upsets and vomiting.... COMBINE

f. Odd one out

Students have to determine which item does not belong among the others.
The amount of items can be various. This kind of exercise is easy to prepare,
however, the teacher must know which words her students know so that they
could find the odd one. It also test only the meaning of words, but it can be both
useful and interesting for the students.
Examples:
In each of following questions, four words have been given of which three are
alike in some way and one is different.
1. Find the odd word: a. Banana b. Mango c. Cashew d. Guava
2. Find the odd word: a. Car b. Bicycle c. Motorcycle c. Jeep
3. Find the odd word: a. Listen b. Swim c. Walk d. Climb
4. Find the odd word: a. Screw b. Hammer c. Needle d. Pin
5. Find the odd word: a. Gold b. Silver c. Carbon d. Diamond
B. Test of Listening
➢ Definition of Listening Test
A listening comprehension test is used to assess and evaluate an individual’s
ability to understand and comprehend spoken English. During the listening
comprehension assessment, a candidate hears the recording of different
conversations and discussions. Following each recording, the assessee will listen to a
question or statement.
➢ Ways to test listening comprehension:
1. Limited Response
- Native language response
- Picture cues
- Task Response
2. Multiple Choice Appropriate Response
- focus on meaning
- keep opptions simple
 - adjust difficulty of items
3. Testing extended communication
- understand talks, lectures, radio reports, etc.
➢ Samples of Listening Test:
1. Listen to short talk and identify word mentioned (from 2 options given)
- Discrete test – sound discrimination
- Beginner’s level
- Word set in isolation
- Does not test understanding of spoken messages
2. Paper and Pencil Test
- Limited response
- Identification – word level
- SS need to know language to understand instructions
3. Follow directions on a map – put a cross on Mandy’s house and write name of
each building
- Listen and identify – match word to building – follow instructions
- Low lever/beginner
- Integrative – L,R,W
- Need to understand words pertaining to directions (some language)
4. Listen and underline word included in sentence
- Disrete item
- Sound identification/discrimination
- Words in context
5. Listen to sentence read and underline syllable that is stressed
- Discrete item – sound discrimination
- Test Pronunciation
- Does not test comprehension
C. Test of Grammar
➢ Definition of Grammar Test
The testing of grammar is one of the mainstays of language testing, since it can
be argued that a basic knowledge of grammar underlies the ability to use language to
express meaning. The most common way of testing grammatical knowledge is the
multiple-choice test, and the most common multiple-choice item is one in which the
student selects a word to complete the sentence correctly. Students can also be asked
to select the correct response to an utterance or to choose the most equivalent
statement. Error correction items are also useful in testing grammar. In constructing
a grammar test, the teacher must consider the ease of marking, the degree of control,
and the degree of realism.

➢ Kinds of Grammar Test

g. Multiple-Choice
The type of multiple-choice item favored by many constructors of grammar
tests is the incomplete statement type, with a choice of four or five options.

Example:
 1. Tom ought not to ……… me your secret, but he did.
A. tell
B. having told
C. be telling
D. have told
h. Rearrangement Items
Rearrangement items can take several forms, the first of which to consider
here will be the multiple-choice type.
Example:
1. ‘Won’t I need a coat?’ Well, You know how ….
A. it
B. today
C. warm
D. is
i. Completion Items
Examlpes: Put a, the, or some in each blank only where necessary. If You think
that no word should be placed in the blank, put a cross x there.
11. Can You see …… sun shining through the clouds?
12. I saw your uncle ….. day before yesterday.
13. What have you been doing since I saw you …. last summer?
j. Transformation Items
The transformation items is extremely useful for testing ability to produce
structures in the target language and helps to provide a balance when included in
tests containing multiple-choice items.
Example: Rewrite each of the following sentences in another way, beginning
each new sentence with the words given. Make any changes that are necessary
but do not change the general meaning of sentence.
a. I haven’t written to you for a long time it’s a long time ……….........
b. In sunny weather I often go for walk When the weather …………....
D. Test of Speaking
➢ Definition of Speaking Test
A speaking or oral test is defined as a test in which a person is encouraged to
speak, and then assessed on the basis of that speech. It can be used alone or
combined with tests of other skills (Underhill 1997: 1 & 7).
➢ To make a test:
1. You need full local knowledge
2. You need to design the test as a whole
3. You need a human approach
4. You need to find a suitable balance
5. You need to adapt and improve
➢ Assessing speaking skills through:
1. Self-assessment
2. Classroom based assessment
3. Performance assessment through examination batteries
➢ Types of interaction in speaking tests:
 A learner speaks:
1. To an interviewer who is the assessor
2. To an interlocutor, who is not involved in assessment
3. To another learner
4. To a group of learners
5. To a tape recorder
(and is assessed by one or more assessors)
➢ Marking systems:
1. The number of assessors
2. The selection and training of assessors
3. Marking recorded oral tests
4. Mark categories
5. Weighting
6. Rating scales: Holistic scoring and Analytic scoring
7. The role of the assessor – Classroom assessment and large-scale assessment
➢ Views of spoken language and speaking tests 1
The literary view of spoken language
1. First-generation speaking tests(some examples)
• Reciting a poem or speech
• Reading aloud of poetry or prose
• Summarizing or retelling a story
• Discussion of literary texts
• Presentation: prepared lecture, prepared topic
2. Limitations of first-generation speaking tests:
• Interactiveness
• Authenticity
• Test security
• Grading / scoring
➢ Views of spoken language and speaking tests 2
The linguistic view of spoken language
1. Second-generation speaking tests (some examples)
• Discrete-point speaking tests
• Grammatical cues
• Functional cues
• Taking one half of a dialogue
2. Limitations of second-generation speaking tests:
• Limited scope
• Washback effect
• Washforward effect
• Limited scope
➢ Views of spoken language and speaking tests 3
The communicative view of spoken language
Third-generation speaking tests (some examples) :
• Interactional short turns
• Interactional long turns
 • Transactional short turns
• Transactional long turns
➢ Speaking tests – Authenticity of task
a. Product authenticity
This type of authenticity refers to realism and is most readily apparent in
speaking techniques such as role play or simulation, which usually create a real-
world scenario.
b. Process authenticity
This refers to communicative authenticity, ie a situation is created in which
some kind of information, opinion or reasoning gap has to be bridged using
spoken language, regardless of whether such a task would exist in the real
world.
➢ Some types of speaking tasks
• Discussion/conversation
• Oral report
• Learner-learner joint discussion/decision making
• Role play
• Interview
• Learner-learner description and re-creation
• Form-filling
• Question and answer
• Reading blank dialogue
• Giving instructions/descriptions/explanation
• Using a picture or a picture story
• as a cue
• Precis or re-tell story or text from aural stimulus
• Re-telling a story from written
• stimulus
• Reading aloud
• Translating/Interpreting
• Sentence completion from aural or written stimulus
• Sentence correction
• Sentence transformation
• Sentence repetition
E. Test of Writing
➢ Definition of Written Test
Written tests are mostly for evaluating knowledge-based learning outcomes.
However, they may also test skills or attitudes. They are part of the overall
evaluation plan for students.
➢ Examples of Writing Test
The ability to write involves grammatical and lexical abilities, mechanical
ability, stylistic and organizational skills, and the ability to judge whether something
is appropriate. Common tasks for writing tests include: (1) gap filling; (2) form
completion; (3) making corrections; (4) letter writing; and (5) essay writing.
a. Gap Filling

Complete the sentences with the correct form of the words in paragraph

1. Last friday was a holiday. it (be)_____independence

2. Day, So I didn’t have to go to classes. I (sleept)_____a little

3. Later than usual. Arround ten, my friend Larry (come)______

4. Over to my apartment. we (pack)_____a picnic basket and

5. Then (take)_____the bus to forest park. we (spend)
b. Form Completing
My name is Elena and I am a 27 years old Romanian national. I have been livin
g and working in the UK for almost 2 years, as a live-
in. I have also previous experience in childcare, with children aged 1-
7, including autistic children, and housework. I could describe myself as being a
very responsible person, mature, honest and friendly, highly organised, hands o
n work and trustworthy.I'm confident taking care of children, but moreover I lov
e being around them and part of their joy, observing their development. I have a
good command of English and I can commit for long term, but I take in consider
ation temporary jobs as well. I have First Aid Course, DBS check, teacher qualif
ication Level 1,checkable references from UK and other certificates. I could pro
vide you with all necessary documents via e-
mail, on request. I'm available for interviews, anytime, Monday 21th April and
Tuesday 22th April and I need to find a position, preferable as Nanny/Housekee
per, very soon. If you need someone with whom to entrust your children, I migh
t be the right candidate, so please don't hesitate in contacting me here or on my
mobile at 07935637025. For any inquires you might have.
c. Making Corrections
A. Find the mistakes in these following sentences. Correct and rewrite the
sentences.
a. My boss gave me permission to travel to abroad.
b. Learning the English isn’t difficult.
c. I need good book.
d. They had great time on the beach.
e. She is going to hospital to see her friend.
d. Letter Writing

Dear Aunt Tia

Aunty, I have some good news for you. Last month I passed my final
examination. A week ago I succeeded to join in a senior high school English
competition. Last night my parents promised to send me to a famous English
course in my town. They also
 promised me if my scores in English are good, they'll send me to a foreign
university. Great, isn't it? I'll work hard. I want to be a great pediatrician like
you, Aunty.

Well, that's all for now. Looking forward to having your news.

Love

Debby

1. What is the purpose of the text?

2. To inform some good news
3. To describe the writer's school
4. To retell the writer's experience
5. To entertain the reader with a joke
6. What did Debby's parents promise her?
A. To make her a pediatrician
B. To send her to an English course
C. To send her to a senior high school
D. To make her pass the final examination
7. How does Debby feel?
A. Glad
B. Scared
C. Anxious
D. Thoughtful
e. Essay writing
1. It is better to make mistakes when learning a new skill, so you can learn
from the errors.
Do you agree or disagree with the following statement? Use specific reasons
and examples to support your answer.
2. Good friends should have varied interests and personalities, instead of
having similar tastes.
Do you agree or disagree with the following statement? Use specific reasons
and examples to support your answer.
3. sports do more harm than good by creating unnecessary fighting between
teams and their fans.
Do you agree or disagree with the following statement? Use specific reasons
and examples to support your answer.
F. Test of Reading
➢ Definition of Reading Test
A reading test is a test to measures your ability to read closely, reason logically
about texts using evidence, and integrate information from multiple sources.
The section questions focus on the mutually supportive skills that readers must
bring to bear in studying written materials across a range of subject areas.
Specifically, questions will ask you to determine main ideas; locate and interpret
significant details; understand sequences of events; make comparisons; comprehend
 cause-effect relationships; determine the meaning of context-dependent words,
phrases, and statements; draw generalizations; analyze the author’s or narrator’s
voice and method; analyze claims and evidence in arguments; and integrate
information from multiple texts.
➢ Examples of Reading Test
a. Multi-choice Tests
Instructions: These tests will help you to practice your English reading skill.
After reading the text, choose an answer to complete each question. Instructions
may be available for each test.
Example:
Bison have not always lived in North America, they are relative newcomers.
They belong to the Bovidae family, like domestic cattle and the wild buffalo of
Africa and Asia. The oldest known bison fossils have been found in China and
Himalayan foothills, where an animal with all the essential features of the genus
lived a million years ago. They evolved rapidly and spread over most of the
northern hemisphere in Europe and Siberia. During one of the Ice Ages, the
faunas of Asia and North America began to intermingle. Very early, the steppe
bison moved eastward to the North American continent. Much later, men
followed the same route.

Question 1: Which of the following would be the most appropriate title for the
passage?

A. An introduction to the North American bison

B. A hypothesis of the evolution of the bison
C. The classification of Asian and North American fauna
D. An analysis of the bison genus in the Bovidae family
b. True or False Tests
Instructions: You will read a passage. After reading, there are some
questions for you to answer. There are two options (True and False) for you to
select. You should choose True or False to complete the questions.

Example:

My name is Peter. I am a student. I am 19 years old. I am from London. I have 2

brothers and a sister. My father is a doctor. My mother is a teacher.
Question 1. Peter has two brothers.
a. True
b. False
c. Read and Fill in the blanks - Drop-list
These tests will help you to practice Fill the blank. Each test contains 10
questions. Choose an answer to complete each question. Instructions may be
available for each test.
Example:
Choose the correct answer in each drop-down list:
 Shopping in Mappstone is a must if you are visiting the area. There (Select: is,
be, have, are) many shops and services all within walking distance (Select: of,
to, by, in) the central square. The city is particularly busy during (Select: a, the,
one, some) summer months of June, July and August when tourists visit
Mappstone from all over the (Select: space, ground, earth, world) One of the
main streets of the central square - Cedar Avenue - is the most popular shopping
area for not (Select: just, very, exactly, same) visitors but residents too. Stores
line both sides of the avenue and often (Select: make, stay, put, go) open late
into the evening. Most of the shops in this avenue are small and expensive
(Select: so, since, but, because) in nearby streets shoppers can find almost
anything at more reasonable (Select: numbers, costs, prices, values).Tourists
will find that many of these shops offer and export service and goods (Select:
would, can, should, might) be posted direct to the buyer's home country. Shops
are usually closed on Mondays but otherwise open from 9 am in the morning
(Select: until, up, for, with) 8 pm in the evening.
d. Matching Tests
Matching Tests were designed to help you practice English reading
comprehension by matching questions to answers. You will read a passage.
After reading, there are questions for you to answer. You should match the
questions to answers to complete the test.

Example:
My name is Peter. I am a student. I am 19 years old. I am from London. I have 2
brothers and a sister. My father is a doctor. My mother is a teacher.

1. How many brothers does Peter 1. He is a student.

have? 2. He has 2 brothers
2. What does Peter do?
You should match question 1 to answer 2 and question 2 to answer 1
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